Collins

English for Exams Vocabulary for IELTS

Sample lesson plan for Vocabulary for IELTS Unit 4

Exercise 3
Student preparation for this class: Have learners
This exercise provides further practice in selecting the
read through the vocabulary definitions and example
most appropriate term to describe travel experiences.
sentences in the first part, Vocabulary, and look at the
Ask learners to complete the exercise according to
collocations on page 113 before the class. E­ ncourage
the instructions in the book. Go through the answers,
them to highlight words they are unfamiliar with.
discussing the contextual, grammatical and collocation
(20–30 mins)
clues that helped them choose the correct answers.
Teacher preparation: none

Typical mistakes: Many students find it hard to

Practice exercises (20–30 mins) use correct collocations. Point out that some
collocations are stronger than others, e.g. meet
a problem sounds wrong to a native speaker
FOCUS

These exercises introduce learners to verbs, (the correct collocation is encounter), but dull
nouns and adjectives connected with travel and dreary both collocate with trip (with a slight
and adventure. Exercise 1 gives practice in difference in meaning).
pronouncing multi-syllable words connected to
the topic with correct stress patterns. Exercises
2 & 3 help learners think about the differences
EXTENSION ACTIVITY (20 MINS)

between words with similar meanings. For additional practice in using vocabulary
connected with travel and adventure, have
Exercise 1 learners discuss the following questions in pairs
Introduce the topic by eliciting whether learners have or small groups:
had any interesting travel experiences. Point out 1. What is the most important journey you have been
that the recordings are sample responses to typical on?
questions about travel experiences in the IELTS 2. Why did you feel it was valuable?
Speaking test. Have them listen to the recordings and
3. How do you prepare for a long journey?
then check answers before moving on to the second
part of the question. Have learners read the Exam tip 4. What sorts of problems have you encountered
box at the bottom of page 19 before listening again and when you have been away from home on a trip or
identifying the stressed syllable. Practise saying each holiday?
word several times to reinforce the correct stress. 5. How did you overcome these problems?

Typical mistakes: Students may find it frustrating

that there are no simple rules about which Exam practice (30 mins)
syllables of words should be stressed. Point out
This can be assigned for homework. Remind learners
that although this is the case, there are patterns
to look again at the Exam tip boxes from the unit and
they can begin to notice; regarding the words in
the Tip box at the bottom of page 21 before completing
the exercise, we do not stress prefixes, e.g. over-,
the Exam practice section. Learners should listen to
re- and en-.
the model answer and read the audio script at the
back of the book. They then prepare their own answer
Exercise 2 and note down key words before recording themselves
Direct attention to the Exam tip box at the top of page doing the exercise. Learners can then listen and check
20 and check learners understand the point being their own answers. Ask them to bring any questions
made. Ask learners to complete the exercise according they have on vocabulary or language to the next class.
to the instructions in the book, looking carefully at
the options for each pair of sentences and referring
back to the Vocabulary section if necessary. Have
learners check answers in pairs and discuss the
subtle differences in meaning between the synonyms.
Draw attention to collocations, e.g. we use reach with
destination or goal, but achieve only with goal.